Westview Playgroup

What is it like to attend this early years setting?

Children are eager to attend the playgroup and form positive bonds with staff, helping them to develop a strong sense of security. All children confidently explore the activities provided and, with the support of staff, learn to behave well. For example, while waiting for the playgroup session to start, children spend time exploring the well-laid-out and suitably resourced outdoor space. Staff and parents also use the opportunity to share information about children. This supports children's well-being, as it aids staff's ability to meet the unique needs of each child. All children go into the playroom confidently.

Staff have high expectations of children. Staff provide children, especially the older children, with opportunities to practise their communication skills. They use children's interests and needs to inform planning. They plan a highly engaging and ambitious curriculum. Children spend extended periods engaged in activities. For instance, children enjoy mark-making activities. They use their pens on whiteboards and on boxes, both indoors and outdoors. Staff skilfully adapt activities as needed to ensure that children with special educational needs and/or disabilities (SEND) are able to take part. Children are also confident to seek support from staff when needed. All children make good progress.

What does the early years setting do well and what does it need to do better?

• Leaders and staff have high expectations of all children. Staff have a well-embedded routine that facilitates good and friendly behaviour among all children. Children spend extended periods playing alongside their peers. They take turns, share resources and extend play to other children. For example, they call their peers to join in with enjoyable activities they are exploring, such as bubble blowing in water. This ensures a calm and peaceful atmosphere within the playgroup.
• Leaders and staff use rich language during play. They ask relevant questions to extend children's learning. However, they do not always give all children, especially the younger ones, sufficient time to answer these questions. This does not promote children's thinking skills.
• Leaders and staff are highly resourceful. They do not allow anything to limit children's learning or access to resources and experiences that will enhance children's knowledge. They make use of every opportunity to use their resources to meet the communication needs of the children. For example, they set up 'Westview library' in the shaded outdoor space. This enhances children's and families' abilities to read more. It also facilitates borrowing of books.
• Children benefit from staff who place priority on children's self-care. Children are confident to ask for support from adults with their personal needs, such as using the toilet. Staff celebrate children's progress with praise and applause. Children make rapid progress.
• Leaders partner with other professionals to meet the unique needs of children, including those with SEND. They effectively use the information and advice they receive from these professionals. Staff use visual aids to support transitions, both indoors and outdoors. This approach enables children to make rapid progress. It also supports their speech and language development. Children who had no language skills when they joined the playgroup can now say words like 'thank you', 'welcome' and 'mum'.
• Leaders and staff have a secure knowledge of how to promptly identify children who may need additional support. This is done through the initial interaction with parents, which acts as a starting point for the children's key person. Leaders and staff put other things in place to further support these needs, such as carrying out risk assessments and reinforcing positive behaviours. This ensures that children get the necessary support early.
• Parents speak very highly of the leaders and staff. Leaders and staff adapt settling-in sessions to suit the unique needs of parents and children. This enhances both the children's and parents' experience at the playgroup. Parents say that their children often do not want to leave at home time.

What the setting must and should do next

The provider should:

• support staff to provide all children, especially younger children, with consistent opportunities to respond to questions which will enable children to practise their communication skills.